Learning through Language: Towards an Educationally Informed Theory of Language Learning

Grover, Vibeke [Editor]

ISBN 10: 1107169356 / ISBN 13: 9781107169357

Published by Cambridge University Press, 2019

About this Item

Bright and clean, firm and square, just a few minor rubs and bumps. Hence a non-text page is stamped 'damaged'. Despite such this book is actually in better than very good condition. Thus it looks and feels unread with contents that are crisp, fresh and tight. Now offered for sale at a special bargain price.

Seller Inventory # 122866

Bibliographic Details

• Title: Learning through Language: Towards an Educationally Informed Theory of Language Learning
• Publisher: Cambridge University Press
• Publication Date: 2019
• Language: English
• ISBN 10: 1107169356
• ISBN 13: 9781107169357
• Binding: Hardcover
• Edition: First Edition.
• Condition: Very Good
• Weight: 21 ounces
• Seller catalogs:
  • Language & Linguistics

About this title

Synopsis

Learning language and using language to learn is at the core of any educational activity. Bringing together a globally representative team of experts, this volume presents an innovative and empirically robust collection of studies that examine the role of language in education, with a particular emphasis on features of school-relevant language in middle childhood and adolescents, and its precursors in early childhood. It addresses issues such as how children's linguistic and literacy experiences at home prepare them for school, how the classroom functions as a language-mediated learning environment, and how schools can support language minority students in academic attainment. Set in three parts - Early Childhood, Middle Childhood and Adolescence and Learning in Multilingual Contexts - each part features a discussion from experts in the field to stimulate conversation and further routes for research. Its structure will make it useful for anyone interested in ongoing efforts towards building a pedagogically relevant theory of language learning.

About the Authors

Vibeke Grøver is Professor of Education at the Universitetet i Oslo, Norway

Paola Uccelli is Professor of Education at the Graduate School of Education, Harvard University, Massachusetts.

Meredith Rowe is Professor of Education at the Graduate School of Education, Harvard University, Massachusetts.

Elena Lieven is Professor of Psychology at the University of Manchester.